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Empowering Early Learning: Innovative Methods for Preschool Teaching

11/30/2024

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We all know it: it is not always easy to find new ways in which we can teach AND at the same have fun: using innovative methods can really make the difference when it comes to our youngest students. It is fundamental to learn how to motivate them and to enhance their learning through play. Luckily, today there are many tools available that can be implemented in the preschool environment: project-based learning, non-formal education, outdoor education and creative games are just some of the many that we have at our disposal!

A new edition of the course “Innovative teaching methods for preschool teachers” took place in Bologna from 24/11/2024 to 30/11/2024. The participants came from Gavle kommun, Sweden, with Anna Helmerson, Jessica Peter, Malin Almén, Hanna Nilsson, Helena Backlin and Christian Wikstrom.

An Erasmus experience is never complete without the sharing of cultures and best practices: that is why we started our training with a presentation of all the schools, after a presentation of the Italian preschool system. The participants showed images, videos and they shared their best practices with the rest of the class.

We began by reflecting on what innovation means to them, transitioning to the foundational elements of the process. Our first topic was social-emotional learning, explored through emotions and theri colours, emotional intelligence and Kolb's experiential learning cycle. This approach demonstrated how reflection can lead to conceptualization and application, giving students an active role in their learning journey. To solidify these concepts, we engaged in various activities.

We couldn’t discuss Outdoor Education within the limits of a classroom, so on Wednesday, we visited Naturalmente Bambini, an outdoor center for children in the city of Bologna. There, we observed educators and children in action, and several advantages of Outdoor Education became evident. On one hand, it fosters increased motivation and creativity; on the other, it enhances psychophysical well-being through contact with nature, which in turn helps reduce stress.

The third topic, the one the participants loved the most, was Project Based Learning. We saw some examples, its different features, and how to introduce it in the classroom. Indeed it is an innovative method that allows students to delve into content in a more direct and meaningful way, starting from a topic question and trying to investigate real world issues. Analysing the principles of PBL, the participants of the course had the opportunity to discover how teamwork, collaboration, and creativity can help our youngest students to discover the way to deal with real world problems, learning strategically and searching for the answers from the start, with the help of the teacher.

Finally, we explored the power of creativity with a lot of challenges that “forced” the class to think out of the box!

By the last day, team spirit was so high that it was difficult to say goodbye. However, we found a very nice way to express our gratitude to the other participants and in the end our group was very eager to go back and start applying all the many ideas that emerged during the course. Another great week of inspiration was over, but only to be continued back in their countries.
Discover more about this course here.

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Integrating outdoor learning into formal education

11/29/2024

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Being in contact with the outdoor has a considerable positive impact on the cognitive, behavioural and emotional development of human beings since prehistory. Even nowadays it is not unusual to feel inspired, intimidated or even influenced by walking in nature or admiring a natural or urban landscape. Outdoor education is an innovative teaching approach that offers the possibility to address two of the most important topics of today’s society: providing long-lasting high quality education and raising awareness on the importance of preserving our planet in the face of the daunting threat of climate change.

The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Tenerife from 17/11/2024 to 23/11/2024 .The participants came from all across Europe, with Magdalena Hnat from Szkoła Podstawowa nr 2 im. Adama Mickiewicza w Drawsku Pomorskim in Poland,Alina Alhasova and Laila Gedrovica from Talsi State gymnasium in Latvia,Hana Kubelková and Andrea Rulíšková from Střední škola řemesel Šumperk in Czech Republic,Guillaume PENISSON and Henri GAUTIER from Lycée Pilote Innovant et International in France,Michael Thomas and Thomas Prior from Kaufmännische Schulen des Lahn-Dill-Kreises in Dillenburg in Germany.

Beginning with the definition of Outdoor Education, we delved into various strategies for guiding our students to engage with the outdoors, emphasizing that this experience extends beyond forests and nature. A significant portion of the training was dedicated to Urban Outdoor Education, where participants learned to incorporate subjects like science, math, music, art, and language into activities that drew their attention to the urban environment. We also spent valuable time in local parks, engaging in practical exercises that showcased a range of tools and activities in a natural setting.

These hands-on experiences not only inspired participants to share their ideas with one another but also empowered them to design their own outdoor activities tailored to their students. A key focus of the course was the concept of Non Formal Education (NFE), a pedagogical approach that underpins many outdoor activities. This method places emphasis on the concrete experiences students encounter during tasks, fostering a deeper connection to the material. By guiding participants through a reflective process, we ensured they could help students relate new knowledge to their lives and apply it effectively.

The culmination of the course involved designing personalized outdoor experiences tailored to each participant's target group. After exploring the principles of outdoor learning, studying the 10 Kurt Hahn rules and their significance, and experiencing various urban and natural activities, participants crafted detailed outdoor lessons relevant to their subjects. They took into account their students’ age levels and the specific skills and topics they aimed to address. Each teacher presented their planned session to the group, receiving constructive feedback to enhance their designs.

This week exemplified the power of experiential outdoor learning. Through our hands-on approach, participants gained a tangible understanding of what outdoor education entails and acquired the essential skills to create impactful experiences for their students. The course provided a rich array of activities and games that participants can easily replicate, reinforcing the idea that meaningful learning can and should happen outside the traditional classroom setting.
Discover more about this course here.

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Promoting Creativity, Critical Thinking and Problem-Solving in the classroom

11/29/2024

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In our pursue of preparing students for real world careers and challenges and equipping them with 21st-century skills, we often forget that as educators, we have a duty to dream and create spaces where everyone has the opportunity to be creative and bring out the best in themselves.

The new edition of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom” took place in Tenerife from 10/11/2024 to 16/11/2024. The participants came from all across Europe, with Patricija Munda and Majda Sitar from Prva gimnazija Maribor in Slovenia, Jacquelina Jansson from Lentiz Revius in Netherlands,Mária Čamborová from Gymnázium VPT Martin in Slovakia.

In exploring the key competencies essential for thriving in the 21st century, participants engaged in a deep dive into learning and innovation skills, digital literacy, and essential career and life skills. Central to our discussions were the 4Cs: critical thinking, creativity, communication, and collaboration. Through hands-on experiences, we discovered how our cognitive processes shift when faced with problem-solving scenarios. Participants tackled a range of challenges designed to illuminate common barriers to innovative thinking and how specific strategies can help overcome them. Using the 6 Thinking Hats method, attendees practiced “lateral thinking” and brainstormed concrete applications relevant to their teaching content.

The versatility of this approach became evident as it can enhance learning across various subjects, from science to language arts, and serve as a formative assessment tool that encourages students to think beyond conventional boundaries. We then transitioned to visual strategies, where participants engaged in activities aimed at fostering students’ creative expression. By broadening the traditional view of “visual thinking,” we introduced innovative digital perspectives that can enrich classroom discussions and brainstorming sessions. Recognizing the necessity of cultivating critical thinking skills in an era saturated with (dis)information, participants took part in reasoning, questioning, and debating exercises. These activities can be tailored to various classroom settings, empowering students to become proactive, discerning learners. To inject creativity and critical thinking into their classrooms, we emphasized the importance of reimagining traditional tools rather than solely seeking new solutions.

Participants relished the opportunity to adapt classic games like Taboo and Battleship to their specific subjects, enriching their educational approaches while reinforcing collaborative learning. As the course came to a close, each participant crafted a personalized display reflecting their training and cultural experiences in Bologna. From a lively fashion show to a spirited snowball fight, we celebrated a week filled with laughter, creativity, and transformative experiences!

Discover more about this course here.

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Strategies for Teaching Languages with Digital Tools

11/29/2024

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Keeping up with the digital skills necessary to maintain motivation and engagement in a language classroom can be a challenge for teachers. Incorporating technology into language learning allows students to take an active role, promoting communication and collaboration among classmates. Digital tools can be utilized for various purposes, including introducing new topics, summarizing existing content, personalizing lessons, assessing student performance, and encouraging learners to produce their own work, thereby fostering their creativity.

The recent edition of the course “Teaching Languages in the Digital Era: Best Apps, Web Platforms, and ICT Solutions for Language Learning” took place in Tenerife from 03/11/2024 - 09/11/2024. Participants joined from various parts of Europe, Auksė, Sandra and Sigita from Panevezys Mintis gymnasium in Lithuania, Alice from VHS Weiden-Neustadt in Germany, Jannicke and Nina from Hønefoss vgs in Norway, Darija from Djecji vrtic Petar Pan in Croatia, Friedemann from Städt. Lion-Feuchtwanger-Gymnasium München in Germany, Holger from Carl-Theodor-Schule Schwetzingen in Germany, Silke from Leine-Schule Neustadt in Germany

During the course, participants explored a range of technological tools and learned how to seamlessly integrate them into their teaching practices. These tools not only enhance engagement and motivation but also help monitor progress in vocabulary acquisition, communication skills, and individual assignments.

The course provided participants with numerous practical activities, allowing them to experience the tools directly. For instance, they took part in a live quiz while learning to design interactive language quizzes through a web application. Quiz flashcards, in particular, can be very effective in enhancing students’ vocabulary and spelling skills.
Among the tools explored in this course were web platforms tailored for developing language presentations. Participants had the opportunity to create and showcase their own projects in a supportive environment, equipping them to incorporate these resources into their classrooms in the future.

Furthermore, participants discovered tools that allow users to outline and summarize lesson content, prepare grammar presentations, ask questions, and track student engagement in the classroom, which is especially crucial in the age of distance learning. They also examined platforms that simplify the creation of worksheets and explainer videos.
Participants also explored specialized platforms that enrich language learning by enabling teachers to add voice notes, questions, and voiceovers to educational videos, transforming them into comprehensive lessons. They investigated tools for editing images and videos, which are highly effective for instructional use. These tools can fulfill various purposes, such as creating multimedia content, introducing new topics, summarizing earlier lessons, and encouraging students to produce their own work, thereby fostering their creativity.

Learning languages can be challenging, but by employing the right tools and integrating technology into the classroom, we can greatly boost motivation, concentration, engagement, and learning abilities. This method turns a typical lesson into an immersive experience.

Discover more about this course here.

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Discover the power of Game Based Learning and Gamification in education

11/28/2024

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Did you know that play is considered a crucial component of cognitive development from birth through adulthood? Think about your favorite games: isn’t it true that you never get tired playing them? Being it hide and seek, puzzles, construction games, board games, there are invisible threads linking our memories, experiences and feelings in connection to playing games and they are all linked to the intrinsic motivation and engagement they trigger in our mind! The new edition of the course “Discover the power of Game Based Learning and Gamification in education” took place in Tenerife from 27/10/24 to 02/11/24. The participants came from all across Europe, with Assya Atanassova, Rositsa Kutsarova, Edita Georgieva, Elena Boyanova-Shirkova, Mariyana Nikolova, Mila Ivanova, Silvena Ivanova and Yordanka Vicheva from Petar Stapov Regional Library in Bulgaria. Their training week was constructed like a game, following a sequence of levels from the very beginning.

As if we were starting to play a video game, we asked participants to create their own characters to join the game. Avatars, symbolic characters and new superheroes were thus used as a basis to get to know each other, including strengths and passions. It became even more noticeable how rich and diverse our group was, perfectly reflecting the reality of every class at school.

In the first level of the course, we explored the pedagogical value of play and how games can enhance learning. Participants reflected on the challenges teachers face as “digital immigrants” navigating an educational landscape dominated by digital natives. Through a challenge comparing gamification and game-based learning, we clarified that gamification integrates game elements into non-game contexts, while game-based learning focuses on the educational experience derived from playing the game itself.

In the second level, participants defined a common gamification framework, identifying eight key internal and external motivators that drive human engagement. One practical activity involved a role-play exercise where participants embodied different types of video game players, gaining hands-on insight into what motivates players in a game-driven environment.

The third level shifted focus to game-based tools and apps. Together, we reviewed traditional games and transformed them into more engaging educational tools. After navigating various challenges, participants had the opportunity to create their own learning tools, both offline and online.

In the penultimate level, participants experienced an exhilarating scavenger hunt in the city center, followed by a challenging digital escape room where they solved riddles and puzzles to break free. This engaging experience prompted participants to brainstorm ways to gamify their classrooms, considering their students’ unique needs and characteristics.

Having successfully completed all levels of the course, participants discovered innovative methods to repurpose traditional games, enriching the learning process. They also became familiar with modern online tools that can significantly enhance student engagement, bringing renewed energy and excitement to their classrooms.

Discover more about this dynamic course here.

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Coaching skills for teachers,school and adult education staff

11/28/2024

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The role of a teacher is to transfer knowledge to their students and to help them develop certain skills and abilities. On the other hand, a coach has to support and motivate its pupils by listening, asking questions and challenging them. Although these roles seem different, what if a teacher applied the rules of coaching into the classroom and became a motivator as well?

This concept was fundamental during the new edition of the course “Emotional intelligence and coaching inside the school and educational context” that took place in Tenerife from 20/10/24 to 26/10/24.The participants came from all across Europe, with Susanna Makinen from The Finnish Institute for Enterprise Management in Finland, Marcella Berton from Istituto Einstein Torino in Italy, Martina Dedic from Offene Mittelschule in Austria,Roman Wolf from BGRG 8 in Austria, Marie Fridlund and Marie Arvidsson from Lillerudsgymnasiet AB in Austria, Lori Proudian from Institut de la Providence de Champion in Belgium, Verica Jovanovski from Education and Teacher Training Agency in Croatia, Judith Julen from Hogeschool Inholland in Netherlands, Evelyn Kobler from University of Education Salzburg Stefan Zweig in Austria.

The initial topic explored in the course was Emotional Intelligence (EI). EI refers to the capacity to recognize and understand both our own emotions and those of others. A teacher with strong emotional intelligence can effectively connect with students, fostering a supportive environment that helps them navigate their feelings. Coaching, in this context, involves inspiring and guiding individuals to realize their fullest potential.

A key aspect of this process is the establishment of SMART goals—those that are Specific, Measurable, Achievable, Realistic, and Time-bound. Participants were encouraged to set their own SMART goals, learning the importance of clarity and structure in their objectives. Conflict management is another crucial skill for effective coaching, applicable in any setting, including the classroom. Developing self-awareness and emotional regulation is vital to prevent conflicts from escalating.

Conflicts can be constructive, leading to personal growth and positive resolutions. Coaches play a pivotal role in facilitating dialogue and helping students analyze conflicts without imposing solutions. Instead, they guide students in decision-making and self-evaluation. The course also delved into the power of questions. Thoughtful inquiries can stimulate critical thinking, encourage self-reflection, and inspire constructive responses and actions. Participants practiced crafting learning-focused questions that invite engagement, encourage deep consideration, and maintain cognitive focus. The “Solution Focused Brief Coaching” model was examined to foster a solution-oriented approach among students.

Throughout the training week, participants shared their experiences and drew from their diverse cultural perspectives, enhancing their coaching capabilities and learning to effectively implement these skills in their classrooms.

Discover more about this transformative course here.

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What does “Inclusion” mean in education?

11/28/2024

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This training course aims to reflect on and discuss various strategies, methods, and best practices to foster inclusion in the classroom. The guiding principles of this training are empathy, cooperation, and a sense of belonging, which are essential elements of inclusive education.

The latest edition of the course, “Special Needs and Inclusive Education: The Italian Experience of Overcoming Segregation”, was held in Palermo from November 18 to November 22, 2024. Participants came from across Europe, including Therese Nyström and Charlotta Kjellberg from Turebergsskolan - Sweden and Jurgita Sabaliauskiene and Skaidre Gaidamaviciene from Ukmergė School of Technologies and Business - Lithuania

The first key concept, “Empathy,” is fundamental for fostering relationships between teachers, students, and families. It involves seeing things from others’ perspectives, avoiding judgment, understanding others’ emotions, and effectively communicating that understanding. Developing these behaviors is crucial for creating meaningful connections within an educational setting, particularly when supporting students with special needs

The concept of “Belonging” focuses on the feeling of being part of a group and recognizing the value of one’s contributions to others. By removing barriers to communication and fostering mutual understanding, respect, and tolerance, a sense of belonging creates a welcoming environment that encourages and supports learning.

The third key concept, “Cooperation,” highlights the importance of collaboration with families. This partnership is vital for building a supportive system for students with special needs. Teachers play a crucial role in guiding both students and their parents, offering resources and advice on how to best support the child’s learning journey.

During the course, participants explored the “Italian Model,” a unique approach to inclusive education that eliminates special schools and integrates all students into the same system. This model relies on specialized professionals, such as Support Teachers and Educators, to provide tailored assistance. To see the Italian Model in action, participants visited Istituto Comprensivo Rosario Livatino in Ficarazzi. This visit allowed them to observe how the theories and methods discussed during the course were implemented in a real educational context.

One of the most valuable aspects of the training was the opportunity for participants to share perspectives, methods, and models during networking activities. These exchanges fostered mutual learning and enriched everyone’s understanding of inclusive practices. The training also offered participants new tools and models to refine their practices, encouraging ongoing improvement. The week concluded with heartfelt thanks to all the participants, whose dedication made the course truly unique.

Discover more about this course here

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Integrating new technologies into traditional and online teaching

11/28/2024

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In the past years, traditional education has had to make way for virtual lessons and online classes. This shift forced us to adapt and develop new methods for remote teaching and learning. In this context, the use of new technologies, digital tools, and interactive learning platforms has proven to be a highly effective strategy. These technologies made it possible for teachers worldwide to maintain an engaging and dynamic classroom environment, even in virtual settings. They also demonstrated their value in real classrooms, particularly in encouraging student attention and enthusiasm.

The new edition of the course “Making the most of new technologies, apps and social media in the classroom” concentrated exactly on these matters. This session of the course took place in Palermo from 17/11/2024 to 23/11/2024. The participants of our group came from two different European countries, with Anna from Wroclaw University of Science and Technology in Poland and Izla from Källvindsskolan, Norrköping in Sweden.

The aim of this course was learning how to use a large range of technological tools and to put them into use by integrating them into their teaching methods. In order to teach easily and more effectively the goal was to apply these new technologies into both real and virtual classrooms.

First of all, the course was introduced by having a look at simple and easy tools to facilitate digital communication between students and teachers that are very effective, engaging and fun. Such tools can be used in fact for a variety of purposes such as collecting and sharing resources and content.

Moreover they were learning about platforms that allowed them to collect and enrich videos, images, texts, pdf, and other materials, and sharing all this content with their students in just a simple click. In order to describe different parts of a picture, especially in scientific subjects, and to provide a deeper context for a richer learning experience when approaching a new topic, for example in foreign language studies, these tools can be very useful. Furthermore participants practiced tools that function as collaborative walls, where every user is encouraged to contribute in building a more exhaustive collection of information by posting content.

Another topic explored was how to use social media in an educational context, which can serve multiple options of use in today´s learning. This way the participants learned that setting up accounts on different applications and enriching them with contents can help them to keep in touch with their students in a way that’s part of their everyday life.

In addition to the various tools they explored, they also discovered interactive presentation features that allows the teacher to see the opinion of the class by submitting polls, generating word clouds, or collecting questions and feedback on the topic being discussed. They also learned about apps related to AI, which have proven to be effective especially in today's digital age, as well as online learning quizzes that are valuable for assessing student progress.

Leaving with new knowledge of interactive learning and new technologies and a new set of tools, the participants were ready to use them in their real and online lessons. In order to help transform learning into a fun and dynamic activity, there is no doubt that this strategy will increase the students´ creativity, engagement, attention and motivation.

Discover more about this course here.

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"Excelling in European Project Management and Design for Educators"

11/27/2024

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The European funding landscape is rich with opportunities for educators to enhance instruction. The Erasmus+ program stands out as a key initiative in Education, Training, Youth, and Sport, providing numerous options to improve the quality and inclusivity of education by supporting a variety of activities and organizations. The recent edition of the course "Excelling in European Project Management and Design for Educators" was held in Tenerife from 10/11/2024 to 16/11/2024. Participants from various European countries joined, includingStergios, Ellinikakis and Ntanakas from First High School of Peristeri Athens in Greece, Marie-Theres and Stephanie from BRG Pichelmayergasse in Austria, Lucia from Národné osvetové centrum in Slovakia, Jochen and Margot from Vzw Onderwijsinrichtingen Voorzienigheid in Belgium, Gábor from Batthyány Lajos Gimnázium in Hungary, Armanda from ISIS Mamoli in Italy. The course began with an in-depth examination of the European funding landscape. Participants took part in team-building activities, assessed their needs and expectations, and gained insights into funding opportunities, particularly emphasizing Erasmus+ and other relevant programs identified during the needs assessment phase. Participants then embarked on a collaborative project initiative, designed to develop and improve throughout the training week with the support of trainers. They began by discussing their main project ideas, assessing potential funding programs and related actions, before organizing themselves into groups accordingly. The course proceeded with an introduction to Project Cycle Management and the Logical Framework Approach, which serve as crucial theoretical foundations in European Project Design. As the project advanced, participants concentrated on developing problem and objective trees.

The group also examined practical insights from EU-funded projects, aiming to assess the impact of an effective Work Breakdown Structure in project design and management. Various tools for time management and project design were presented and discussed, with the goal of establishing a new focus for project initiatives: developing the project framework and activity plan. The next session sought to enhance the technical skills of course participants by exploring budgeting, eligible costs, expenditure planning, and monitoring. As the course came to a close, participants and trainers exchanged valuable insights, best practices, tips, and strategies related to effective project management, event organization, promotion, and community engagement. Participants were guided through the process of presenting their final project idea, simulating a pitch to a funding body. This exercise emphasized the value of effective communication in project design and management, while also consolidating the key insights, knowledge, and skills acquired during the training week. Hoping this learning experience and networking opportunity will be advantageous for their future project applications! Discover more about this course at https://www.erasmustrainingcourses.com/eu-project-design.html

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Understand how to cope with stress by managing your emotions effectively

11/26/2024

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In today's world, it's common to feel overwhelmed and doubt our ability to handle daily tasks. Stressful situations can arise in both our professional and personal lives, making it challenging to navigate conflicts in high-pressure environments. In this course, participants had the chance to explore both theoretical concepts and practical activities designed to equip them with tools for managing and overcoming conflict and stress.
The latest edition of the course “Stress and Conflict Management: The Path to Resilience and Satisfaction” was held in Tenerife from 17/11/2024 to 23/11/2024. Participants came from various countries across Europe, including Sabrina and Andrea from GMS Diespeck in Germany, Josefin and Manuela from Sportgymnasium Dresden in Germany, Maureen and Thurid from Christian-Gymnasium Hermannsburg in Germany, and Matthias from Deutsche Schule Sofia in Bulgaria.

On the first day, participants engaged in group brainstorming to discuss the concept of stress. They identified that stress can stem from various stressors, such as physical, environmental, familial, and work-related factors. Interestingly, a manageable amount of stress can have positive effects, motivating us to achieve our goals or meet deadlines. Consequently, participants learned to differentiate between Distress (negative stress) and Eustress (positive stress).
During the course, participants explored a range of cognitive and behavioral strategies aimed at managing stress in the workplace. Another important topic discussed during the course was empathy, an essential skill for managing conflicts. It can sometimes be difficult to express empathy, especially when we haven’t shared similar experiences with the person we’re engaging with. Nevertheless, empathy is a skill that can be developed, and participants learned how to distinguish it from other types of responses.

The last topic discussed was mindfulness, defined as the practice of being fully present and observing thoughts and experiences without judgment. Mindfulness enhances attention, self-awareness, and emotional regulation, and mindfulness-based stress reduction is widely recognized for managing stress and mental health. Participants practiced mindfulness exercises and meditation, which helped them increase their awareness of their senses, thoughts, and emotions, fostering a greater sense of presence and mindfulness.

Discover more about this course here.